I’m Going to Leipzig!

I am ecstatic to announce that I and nine wonderful peers were accepted into the Leipzig-Miami Exchange Program for this spring, which brings together students from UM Law and Leipzig University in Germany to collaborate on various topics relating to law and policy. The goal of the program is to learn about each other’s legal systems, exchange ideas, and develop a mutual understanding of our points of views. As an intellectual powerhouse, a central player in European and global affairs, and one of the world’s most robust democracies, Germany is a natural partner in this endeavor. (It is also a fellow federal republic with very strong civil liberties and constitutional protections, given its efforts to move past its history.)

I will be partnering with a German law student to work on a presentation about restorative justice, which is an exciting and promising frontier in criminal justice, rehabilitation, and conflict resolution (hence why it was my top choice, though they were all good). We will incorporate the perspectives and approaches of our respective nations, and hopefully enhance our countries’ knowledge and methodology of restorative justice. I also get to hang out with the German student when they visit this January, then work on a second topic with another German student in May, when I will visit the hidden gem of Leipzig, Germany for a few days.

As someone with aspirations in international law, it goes without saying that I am immensely excited and grateful for the opportunity to develop skills in cross-cultural collaboration, which will help me grow personally and professionally. And as many of you know, I am always eager to get to know people and perspectives from other cultures.

Founded in 1409, the University of Leipzig is one of the oldest universities in the world and the second oldest in Germany. Nine Nobel Prize winners are associated with the university, and its alumni include such eminent thinks as Leibniz, a polymath who made major contributions to math, philosophy, and science; Goethe, widely regarded as one of history’s greatest poets and writers; Leopold von Ranke, considered one of the fathers of the study of history; composers Richard Schumann and Robert Wagner; Tycho Brahe, a Danish astronomer who greatly advanced the study of space; Fredrich Nietzsche, among the greatest influences in modern philosophy; and Angela Merkel, Germany’s current and first female chancellor.

Given its 600 years as an intellectual hub, it is unsurprising that Leipzig played a key role in bringing down the East German regime, initiating a series of spontaneous mass protests that were among the first and most prominent in the country’s history, catalyzing other cities to do the same. Since reunification, Leipzig has become one of Germany’s fastest growing and most dynamic cities, being rated one of the places in the country to live.

Needless to say, I cannot wait to visit such an amazing university and city and broaden my horizons!

Photos courtesy of Wikimedia.

The Visible World in Pictures

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The Orbis Sensualium Pictus (Visible World in Pictures) is a textbook for children written by Czech educator John Amos Comenius and published in 1658. It was the first widely used children textbook with pictures, covering a broad range of topics ranging from simple physics to social studies. Its comprehensive material and unique combination of visual and lexical (written) education made it revolutionary for the time, quickly spreading across Europe and setting the standard for children’s textbooks for centuries.

Comenius was one of the the earliest champions of universal education, including for women and the poor. He promoted a dynamic approach to teaching that went beyond the common and dull emphasis on memorization. He is thus regarded as the father of modern education.

Photo courtesy of Wikimedia.

The Rare Privilege of Education

Fewer than 7 percent of the world’s population (6.7 percent) has a college degree of any kind. (This is up from 5.9 percent about two decades ago.) An even smaller proportion of this population has earned a degree beyond a Bachelor’s, and an even tinier fraction of those people have attained a degree from a reputable or good quality institution.
 
As much as I obviously lament student debt, the financial inefficiency and inaccessibility of our education system, etc., I must acknowledge that I am still extremely privileged to be able to pursue a fulfilling career at a fairly prominent law school. I am fortunate to have been born in the right time and place where such opportunities are available; I am lucky to have enjoyed relatively good health, no major family tragedies, good parenting, and an overall stable socioeconomic environment that facilitated my educational attainment and development up to this point.
 
I must never forget how much good luck played a role in where I am today. It is a humbling and effective motivator for working hard and not squandering this rare opportunity, by global and historical standards. (And also a good cause of action to help more people get access to these opportunities..)

Global STEM Leaders

STEM — short for science, technology, engineering, and mathematics — is all the rage these days, as economies across the world become more knowledge-based, and as humanity faces threats like climate change and resource depletion that will require creative, technological solutions.

That’s why so many nations, especially in the developing world, are trying to gain a competitive advantage by investing in STEM education and seeking to attract STEM graduates from abroad. According to Forbes, which cites a report from the World Economic Forum, these are the countries leading the way:

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Unsurprisingly, with their large and youthful populations, India and China have the most graduates overall at 78 million and 77.7 million, respectively. The U.S. is in third place with 67.4 million graduates, although the quality of its degrees may be greater than that of its competitors, whose education infrastructure is younger, less developed, and less prestigious (for now).

Japan’s high ranking is not surprising given that is a well established scientific and economic powerhouse, although its aging population and low rate of immigration likely explains why it doesn’t rank higher despite a population of 126 million. Russia, Iran, and Indonesia are rarely touted as academic leaders, but each is fairly populous — at 147 million, 75 million, and 260 million respectively — and Russia and Iran in particular have a long history of scientific achievement.

However, China may soon close this gap as it continues to improve its institutions and education standards:

Some estimates see the number of Chinese graduates aged between 25 and 34 rising 300 percent up to 2030 compared to just 30 percent in the U.S. and Europe. According to the World Economic Forum, STEM (science, technology, engineering and mathematics) has become a pretty big deal in China’s flourishing universities. In 2013, 40 percent of Chinese graduates finished a degree in STEM, over twice the share in American third level institutions

In an increasingly globalized world, the ability to draw and retain students and graduates from around the world will likely become a bigger consideration for more countries. For all the complexities of its visa and customs systems, the U.S. has long enjoyed an edge in this regard — for example, all six of its 2016 Nobel Prize winners were foreign-born.

But a wave of nativism and xenophobia may undercut its attractiveness as a research and academic hub, and other countries — including neighboring Canada — have begun to step up as alternative options, dangling such incentives as a path to citizenship upon graduation.

One thing is for certain. The future of a nation’s success and survival will depend on its command of technology and science. How it goes about advancing those intellectual resources is a different matter altogether. But any country’s increasing education is humanity’s gain.

 

 

 

How Much Teachers Make And Work Around The World

On this National Teacher’s Appreciation DayThe Economist has put together a graph
showing the salaries and working hours of high school teachers among the 34 mostly developed OECD countries, and comparing this to each nation’s PISA rankings, which measures scholastic performance on math, science, and reading. The idea is to show what impact, if any, low pay and long working hours may have on teacher’s effectiveness. The results are as follows:

Teachers Continue reading

The Problem With Early School Days

The vast majority of public schools in the U.S. start earlier than 8:30 a.m. Like most American students, I took this as a given, albeit begrudgingly — we all struggled to get up and get focused for school, and it only got harder with each passing year. Naturally, many people chalk this up to the laziness and entitlement of adolescence. But mounting scientific research is finding that getting up really early, and being thrown into a cognitively-intensive bloc schedule, is bad for both the health and education of youth. Various leading public health authorities are urging an end to this practice. Continue reading

The Benefits Of Studying Abroad

Speaking from experience, studying abroad is not just an adventure, but a life-changing experience. During my six weeks in the Czech Republic (and, briefly, in neighboring Slovakia) during the summer of 2008, I not only learned about Czech culture, history, and politics in an academic setting, but absorbed firsthand the sights, sounds, lived experiences, and perspectives of a totally different society. It was the first time I ever truly immersed myself in another culture, and it gave me a deep appreciation of how a country’s unique historical development (especially relative to the U.S.) can impact its culture, society, politics, and national character.

More importantly, my study abroad also affirmed that “people are people everywhere” — that is to say, that distant foreigners are no different from us when it comes to their base needs, desires, fears, aspirations, and so on. The specifics will vary of course — the majority of Czechs, for example, are much more worried about Russian aggression than most Americans, by virtue of recent history — humanity and relatability remain.

I am thankfully not the only one to see the value in this experience. As argues in Foreign Affairs, the open-mindedness, empathy, and understanding inculcated in students studying abroad is not only valuable for its own sake, but in the aggregate and long term, can be indispensable to the prosperity of the U.S. Continue reading

What Students At Top U.S. Colleges Read

The Open Syllabus Project is recently launched database that has compiled more than a million course syllabi over the last fifteen years from colleges and universities across the English-speaking world (including Australia, Canada, New Zealand, and the U.K.). Among its findings regarding the top U.S. universities is the dominance of the works by Plato, Hobbes, Machiavelli, and Aristotle in required reading lists.

As Quartz reports:

In the U.S., Mary Wollstonecraft Shelley’s “Frankenstein” is the most taught work of fiction, with Chaucer’s “Canterbury Tales” a close second. In history titles, George Brown Tindall and David Emory Shi’s textbook, “America: A Narrative History”, is No. 1, with Anne Moody’s “Coming of Age in Mississippi”, a memoir about life as an African-American woman in Jim Crow America, at No. 2. “The Communist Manifesto” is the third most taught in history, and is the top title in sociology.

The project admits that its dataset is still a work in progress, as there is a margin of error for unusual or misspelled readings; moreover, it can rely only on whatever is publicly accessible from college websites.

Still, it is pretty much the only source for what the future academic and political elites of the Anglophone world are reading. The Open Syllabus Project allows users to search by country, state/province, institution, and academic field to see what tops a given reading list. Here is the overall list among all the curricula across all five major English speaking countries. (Note that the heavy leaning towards the humanities reflects the fact the reading lists for such courses are larger than in the hard sciences.)

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Source: The Open Syllabus Project

Seems like this would make a great individual reading list all on its own! Granted, it would be nice to see more prominent non-Western works — there is a wealth of interesting perspectives, philosophies, and narratives worth exploring, especially for the ostensibly best and brightest of future generations.

To learn more, visit the project page here.

Let Children Be Children

[We] don’t have faith in young children. And we don’t really have faith in ourselves. And we’ve been programmed to believe that the more enrichments we can add on [the better].

I think boredom can be a friend to the imagination. Sometimes when kids appear to be bored, actually they haven’t had enough time to engage in something. We quickly whisk it away and move them along to the next thing. And that’s when you say, “How can I help the child to look at this in a new way? To try something new, to be patient.”

You’ve really kind of adultified childhood so kids really don’t have those long, uninterrupted stretches of time to engage in fantasy play. And because we’ve kind of despoiled the habitat of early childhood, a lot of times they don’t know what to do when given that time. So we kind of have to coach them.

I think there’s a little bit of a repair process that we need to engage in. Because if you’ve got a kid who’s used to going to a million lessons and only uses toys that have one way of using them and then, suddenly, you put them in a room with a bunch of boxes and blocks and say, “Have fun!”, the kid’s gonna say, “Are you kidding me? What?!”

— Erika Christakis, in an interview by NPR’s Corey Turner,
What Kids Need From Grown-Ups (But Aren’t Getting)”

Bring Philosophy Into Grade School

In a previous blog post, I shared the case for teaching philosophy to children. In the almost two years since, the idea of having such a seemingly esoteric and irrelevant subject as part of grade school curricula seems to have gained traction.

One case in point is an article in The Washington Post by , who not only advocates for more philosophy in school, but stresses that such courses are as important now than ever, given recent sociopolitical developments. Continue reading